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												<span style="font-size:14px;">一年级的孩子大概</span><span style="font-size:14px;">6-7</span><span style="font-size:14px;">岁，大肌肉动作的协调性比幼儿期有很大的发展，但小肌肉动作的协调性比较差。写字的时候速度慢而且不工整，要注意动作的规范性。注意力</span><span style="font-size:14px;">不</span><span style="font-size:14px;">持久，一般集中在</span><span style="font-size:14px;">15</span><span style="font-size:14px;">--20</span><span style="font-size:14px;">分钟</span><span style="font-size:14px;">。以形象思维为主，逻辑思维很不发达，很难理解抽象概念。</span>
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												<span style="font-size:14px;">1</span><span style="font-size:14px;">、一年级的学生一般为</span><span style="font-size:14px;">6</span><span style="font-size:14px;">—</span><span style="font-size:14px;">7</span><span style="font-size:14px;">岁，骨骼肌肉茁壮成长，特别是下肢骨骼的增长，比身体增长还要快。骨骼易弯曲，肌肉力量较小，大肌肉动作的协调性比幼儿期有很大的发展，但小肌肉动作的协调性还较差。</span>
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												<span style="font-size:14px;">2</span><span style="font-size:14px;">、—年级的学生写字时，不仅速度慢而且不工整。这一阶段的儿童，不易做强度太大、时间太久的体育运动，在训练写字、弹琴等这些小肌肉运动的动作时，要注意动作的规范性。</span>
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												<span style="font-size:14px;">3</span><span style="font-size:14px;">、一年级学生肌肉发育尚不完全，关节的伸展性活动范围较大，牢固性较差，容易发生脱臼。因此在体育活动和锻炼时不易进行剧烈运动。</span>
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												<span style="font-size:14px;">4</span><span style="font-size:14px;">、他们的大脑神经活动的兴奋性水平提高，表现为既爱说又爱动。他们的注意力</span><span style="font-size:14px;">不</span><span style="font-size:14px;">持久，一般只有</span><span style="font-size:14px;">15--20</span><span style="font-size:14px;">分钟。他们的形象思维仍占主导，逻辑思维很不发达，很难理解抽象的概念。</span>
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												<span style="font-size:14px;">孩子</span><span style="font-size:14px;">刚从幼儿园升入小学，对小学生活充满好奇</span><span style="font-size:14px;">而产生兴奋，又因为不熟悉而产生紧张。当孩子进入小学以后会</span><span style="font-size:14px;">逐渐感到不同于幼儿园的约束感和疲惫感，自制力差、专注时间短也暴露无遗，需要帮助孩子快速适应小学的生活。</span>
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												<span style="font-size:14px;">1、</span><span style="font-size:14px;">	</span><span style="font-size:14px;">兴奋和紧张。期待了很久的孩子对上小学，变成一名小学生会感到特别的兴奋。同时，孩子在面对新的环境，新的老师，新的同学时，又隐隐约约的感到担心。“老师会喜欢我吗？”“小朋友会愿意和我一起玩吗？”</span>
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												<span style="font-size:14px;">2、</span><span style="font-size:14px;">	</span><span style="font-size:14px;">约束感和疲惫感。孩子上一年级一下子从很自由放松的幼儿园进入到一个受约束、有规则中；身心负担变重，孩子需要消耗很多的精力面对新的学习内容和遵守学校规则上，所以他容易表现出疲劳、贪睡的状态，需要孩子努力适应小学生活。</span>
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												<span style="font-size:14px;">3、</span><span style="font-size:14px;">	</span><span style="font-size:14px;">骄傲和自豪感。孩子入学后会产生一种积极的心理自豪感，觉得“自己长大了”“我已经是哥哥、姐姐”的自豪感中。孩子在爸爸妈妈的期待和肯定下，更加愿意当好一名小学生。</span>
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												<span style="font-size:14px;">4、</span><span style="font-size:14px;">	</span><span style="font-size:14px;">自制力差、专注时间短。有些孩子在课的后半段会出现发呆、玩铅笔橡皮、乱动、坐不住，即使自己知道这样做不对，也管不住自己。这是一年级孩子的年龄特点决定了他们不可能整堂课都非常集中注意力听老师上学，能维持的时间大约是</span><span style="font-size:14px;">20</span><span style="font-size:14px;">分钟左右。</span>
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												<span style="font-size:14px;">5、</span><span style="font-size:14px;">	</span><span style="font-size:14px;">崇拜老师。一年级的小学生对老师的印象近乎完美和神圣，他们对老师有特别的期望和依赖，往往他们在观察老师时会产生“放大效应”和“模仿效应”。认为老师说的都是对的。</span>
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												<span style="font-weight:700;">（一）生命内核</span><span style="font-weight:700;">：自我价值感</span>
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												<span style="font-size:14px;">自我价值感是个人在对自己重要性的正面评价基础上产生的正向自我情感体验</span><span style="font-size:14px;">,</span><span style="font-size:14px;">即喜欢自己、接纳自己</span><span style="font-size:14px;">；</span><span style="font-size:14px;">它是一个多维度、多层次的心理结构。</span><span style="font-size:14px;">自我</span><span style="font-size:14px;">价值感对一个人</span><span style="font-size:14px;">的生活的方方面面产生非常巨大的影响。</span>
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												<span style="font-size:14px;">自我价值在人之初是通过父母的接纳、肯定、承认、赞美、表扬、鼓励等方式逐渐建立起来的。当人的自我价值感很强的时候，人会表现出自</span><span style="font-size:14px;">我完善</span><span style="font-size:14px;">的欲望，表现出向上向善的本性。一个人的自我价值是在成长过程中建立起来的</span>
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												<span style="font-weight:700;font-size:14px;">（二）心理需求：</span>
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												<span style="font-size:14px;">1</span><span style="font-size:14px;">、关注</span><span style="font-size:14px;">需求：</span>
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												<span style="font-size:14px;">被父母关注的孩子是有安全感的，能实实在在地感受到父母对自己的爱，他能被父母的爱而温暖着，更具创造性、自主性、责任感，能产生对别人、对家庭、对社会有利好的行为，是有完善性格的人。</span>
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												<span style="font-size:14px;">2</span><span style="font-size:14px;">、肯定</span><span style="font-size:14px;">需求</span>
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											<p style="font-size:14px;">
												<span style="font-size:14px;">对孩子表达肯定是帮助孩子建立自信心的重要方式，孩子内心特点渴望得到别人的认可，特别是父母的认可。肯定的言语能对孩子起着积极的推动作用，也能帮助孩子认识到自己的能</span><span style="font-size:14px;">力所在，并产生强烈的愉悦情绪。</span>
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												<span style="font-size:14px;">3</span><span style="font-size:14px;">、鼓励</span><span style="font-size:14px;">需求</span>
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												<span style="font-size:14px;">鼓励指的是在夸奖孩子努力用功的基础上，给孩子一个向上的推力，表达相信孩子能做的更好，鼓劲而支持。当孩子接收到家长的鼓励后，能在此基础上继续加油</span><span style="font-size:14px;">，内心获得更大的动力继续努力。</span>
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												<span style="font-size:14px;">4</span><span style="font-size:14px;">、尊重</span><span style="font-size:14px;">需求</span>
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												<span style="font-size:14px;">孩子是属于他自己的个体，不是家长的附属品。随着孩子越长越大，他有自己的想法、自己的选择，也希望有自己的空间，这是特别需要家长的尊重理解。当孩子尊重需求得到满足的时候，孩子会更好沟通，并且孩子也会学着尊重家长，尊重其他人。</span>
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												<span style="font-size:14px;">5</span><span style="font-size:14px;">、信任</span><span style="font-size:14px;">需求</span>
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												<span style="font-size:14px;">孩子需要被信任的感觉，当他被父母信任的时候，能产生自己是有能力让人信任的感觉。而且在孩子逐渐长大的过程中，他越来越需要被尊重，自然也需要被信任，信任孩子的能力，信任孩子的选择，相信他可以对自己负责任。</span>
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